The Evolution of Teaching Math

Teaching Math In 1950

A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?

Teaching Math In 1960
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price, or $80. What is his profit?

Teaching Math In 1970
A logger sells a truckload of lumber for $100. His cost of production is $80. Did he make a profit?

Teaching Math In 1980
A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Your assignment: Underline the number 20.

Teaching Math In 1990
A logger cuts down a beautiful forest because he is selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands. He does this so he can make a profit of $20. What do you think of this way of making a living? Topic for class discussion after answering the question: How did the birds and squirrels feel as the logger cut down their homes? (There are no wrong answers.)

Mr. Causey Suggests: What's Wrong with Math Education?

I have been teaching math and science for 25 years. The above tale isn't far from the truth. We have strayed (in the name of critical thinking) from the tools and skills students need to develop critical thinking.

The school leaders tell us that students need to think critically. So, they develop ellaborate curriculums with all kinds of materials and teaching guides. But, they left out one very important part when designing these curriculums. They forgot the basics: simple math skills and the tools needed to build a strong foundation.

Twenty-five years of experience as taught me that the students with the right tools and a foundation will be the ones thinking, not the so called thinkers who can't add or multiply. It's time to get back to the basics and give the kids the tools to think.

Suggestions to Improve Math Education.

1. Get the calculators out of the math classroom.
   
   I like my calculator. It is extremely useful for higher mathematics, but a crutch in elementary and junior high programs. Introduce the calculator in the science classroom and keep it out of the math classroom at least through algebra.
   
   
2. Drill the addition and multiplcation facts.
   
   One of the best tools we can give our students is the ability to do simple math quickly. And this skill will only come with drills and repitition. It's not boring or outdated unless you make it that way. If you time the practices and add some rewards for success it can be just as fun as video game.
   
   
3. Remember not everyone is going be great at math.
   
   Just as many people will never be a great singer, not everyone is going to be a great mathematician. Some people are going to struggle with math their whole life and that's okay. But we shouldn't lower the standards so they can feel better. A "C" is supposed to be okay. It amazes me how people consider singing or art a talent but don't realize that math ability is also.